Teacher's Intervention And Sexual Abuse

Introduction

Many researchers have listed the tell-tale signs by which a sexually abused child might be identified. They include physical, emotional, social and behavioural signs. It can be accepted that such a child will at a certain stage in life reveal that “something is not right”, that there is reason to worry, that help is needed. Such children make themselves conspicuous or noticeable in some way or other. In the school situation, they will be learners like any other learners in the mainstream of education, who will not necessarily be regarded as learners with special eduducational needs, unless it becomes obvious that they are experiencing problems due to various barriers which are influencing their learning and development (Hazzard Kleemeier Webb 23-36). The school, as well as the education system, will have to deal with these barriers as they would deal with barriers which any other learner in the system may experience, eg a child of divorced parents, a child with disabilities or an AIDS orphan (McIntyre 300-06). Barriers to learning could be caused by anxiety, fear, depression, aggression, day dreaming, sleep disturbance, physical pain or discomfort, alcohol and/or drug abuse; in short, by just about all the well known symptoms of sexual abuse. It therefore would not be an exaggeration to say that all sexually abused children will need special educational support in some way. The needs of child victims of sexual offences are formulated by Labuschagne (1998:12): We need to have our guilt alleviated We need to be taught assertiveness We need to have our feelings of self-worth and esteem raised We need sex education and guidance We need to know we are physically okay We need to be taught affection We need to be taught age-appropriate social and peer behaviour We need to learn about God. Some of these needs can be addressed in the classroom or during extra-mural activities, but in order to assist such children effectively, the help of other role-players will have to be incorporated(Kelly 90-101). 

Discussion

Teachers and child-care professionals are at the forefront of the child's defence against abuse of all kinds.The vast majority of abused children are in schools and pre-schools. No other professional group has contact with victims on a daily basis for a year or more at a time. Furthermore, it is part of the teacher's professional role to observe changes in children's behaviour and respond to their special needs. Most teachers are unaware of their importance in protecting children simply because no-one tells them that they are important … not their primary and secondary teacher education courses … not their employers .. not their unions and not even child protection services.. In the 1980's our motor vehicles carried stickers bearing the message, “Child protection is a community concern”. Unfortunately it has not become the multiprofessional concern that we envisaged. In the 1980's, South Australian teachers knew their local social workers. They invited them to functions attended by parents. A social worker friend of mine carried a couple of wine casks in his car boot and dropped into schools on Friday afternoon to have a happy hour with staff. Not possible now - alcohol is banned - but it provided a valuable opportunity for staff to discuss concerns informally (Bloom 119 ). In the 1980's a social worker visited Royal Park Primary School every Monday morning to meet parents and listen to their ...